
TEN 



INSTITUTE LESSONS 



-IN- 



GEOGRAPHY MD U.S. HISTORY 



TEN 



INSTITUTE LESSONS 



-IN"- 



GEOGRAPHY SND U.S. HISTORY 



— BY- 



W. K. L. SANDERS. 

CAMBRIDGE CITY, IND, 



COPYRIGHT SECURED. 






AUGUST. 



1888. 



INSTITUTE LESSONS. Primary Geography. 



1. Drill on Form, using 

(a) lines — straight, curved, broken. 

(b) objects — square, smooth, round, rough. 

2. Drill on Size, using large and small objects in comparison. 

3. Drill on Color, using objects of different colors, (balls, cards, 

yarn, etc.) Let the pupils give the color of the sky; the 
grass; an orange; etc. 

4. Drill on Place. Let pupils tell the position of objects using 

the words, — left, right, corner, side, middle, center, etc. 
Also the prepositions in, over, by, under, etc. 

5. Drill on Distance. Let the pupils compare, measure, and 

judge distances between objects in the school-room . Meas- 
ure with a foot-rule or a yard-rule on which inches are 
marked. Test the comparison and judgment of distance 
by measurement. 

6. Drill on Direction, using the cardinal points. Let pupils tell 

the position of objects of the school-room; yard; surround- 
ing country. 

The cardinal points may be marked on the floor or the wall. 

Teach the semi- cardinal points. 



3 

INSTITUTE LESSONS. Primary Geography. 



About Other Countries. 

(a) Get the children to tell you what animals they 
have seen in shows, or circuses. The children's state- 
ments will furnish much material for the teacher to use in 
giving the pupils ideas about other countries. 

(b) - Conversations about the fruits of warm climates 
will aid in this work. 

(c) What the children know about the people they 
have seen or heard of may be used. How do they live? 
What do they do for a living? What do they eat, or wear? 
Let the pupils read about these things. 

(d) Let the pupils learn that parts of the earth are 
very hot, parts are very cold, and other parts are more 
pleasant than either; and that there are mountains, 
deserts, rivers, forests, etc. 

(e) Let the pupils learn the names of a few of the 
animals in different parts of the earth. Use the terms cold 
climate; hot climate; etc. 

(f) Have a talk about what countries some of our 
people came from. 

(g) A visit to some noted land feature, as a lake, a 
spring, a cave, etc., adds to the interest and affords mate- 
rial for more advanced work. 

(h) Pictures of scenery, cities, etc., of our own and 
of distant countries should be freely used. 

(i) Keep a list of geographical words learned, as ma- 
terial for spelling, writing, pronunciation, and review. 



4 

INSTITUTE LESS DNS, Primary Geography. 



i. Natural Features. Let what the children have 
seen be your working material, — hills, streams, ponds, etc. 
Develop conceptions and definitions of mountains, rivers 
lakes, islands, etc. 

Give the names of the forms of land — plain, hill, roll 
ing ground, etc., and illustrate each. Teach the names of 
the parts of a hill; mountain; volcano. Talk about how 
the land gets warm or cold. 

Give the names of the forms of water — pond, river, 
lake, spring, etc. The names sea, gulf, strait, harbor etc., 
may be explained with profit. Talk about the sources and 
uses of water, how the wet fields dry after a rain, and how 
we travel over land and water 

Let the pupils state where they have traveled. State 
that there is much more water than land on the earth. 

Talk about the air and its use; about the wind — what 
it is — what it does. 

Use pictures of places towns cities, mountains, etc., 
very freely. 

2 . Productions: — 

(a) Vegetation — for food, clothing, fuel, &c. 

(b) Animals — for food, clothing, labor, &c 

(c) Minerals — for food, fuel, money, &c. 

3 Shape. Use a ball or a school globe, and let the 
aim be to lead the children to a conception of the shape, 
size, and movements of the earth 

Use the globe freely in oral work, showing the form and 
relative size of the continents, their position on the globe, 
the amount of land and water, etc. 



INSTITUTE LESS DNS, Primary Geography. 



Introduction of the Map. 

(a) Let the children watch you draw the picture (map) of the 
floor, school-ground, or whatever it may be. 

(b) Keep your paper in view of the pupils and as nearly horizon- 
tal as possible. 

(c) Question them as to the position certain objects occupy ; and 
where these objects should be represented in the picture (only the sur- 
face an object occupies is outlined) . Promptly complete the map, 
which should not be too complicated. 

(d) Next, let the pupils make the same map, the teacher criti- 
cising the slates. For one exercise the teacher may arrange several 
objects on the table, in various position-;, that the pupil's judgment of 
position may be thoroughly tested by drawing a map of the top of 
table. 

(e) Let the teacher construct befoie the pupils a map of the 
county, using their knowledge as much as possible The pupils may 
then draw one from it. A State, a group of States, &c, may be 
drawn when the progress of the pupils permits. See that the general 
form is accurate ; it is not necessary to draw the minute variations of 
outline 

(f) Keep the maps, at first, horizontal, and in proper position in 
regard to the points of the compass. After a few lessons show them 
the points of the compass on a real map. 

(g) Show the use of the map ; teach the map symbols ; at times, 
use card-board forms of the States for drawing ; teach what the scale 
of the map means ; drill on outline maps that have no names. 

(h) Teach the boundaries of the townships , then of the county ; 
then of the State. 

The use of colored pencils adds to the general interest manifested 
by the pupils. 



6 

IN STITUTE LE S S DNS , Geography. 



Free-Hand Map-Drawing. 

(a) Let the pupils have slate and pencil ready. 

(b) First, let the pupils give careful attention while the 
teacher draws the map on the black board. In the course 
of his work, at the proper times, he suggests the peculiari- 
ties of outline, and the position of each important feature. 

(c) Next, while the teacher again draws in careful de- 
tail, let the pupils draw, keeping directly with him, drawing 
each part as he does. 

(d) The teacher should examine the slates and call 
attention to the chief errors. 

(e) With the figure on the board before them, let the 
pupils unaided, draw the map again. 

(f) The teacher again criticises, and the pupils draw 
the map a third time. (On the black-board this time, if 
convenient). 

(g) To the map of a State there may be added the 
names of its most noted men, and the most important 
points of its history. 

(h) Col., Utah, Nevada, etc., are appropriate for the 
first lessons. Persistent practice will secure surprising re- 
sults. 



INSTITUTE LESSONS. U. S. History. 



Opposing Slavery. 

1784. Jefferson's Proviso. 

King. Cutler. Lee. Dane 
Ordinance of 1787. 

George Washington. John Adams. 



Favoring- Slavery, 

The slave compromises of the Con- 
stitution: — 

(a) Representation. 

(b) Slave trade. 

(c) Fugitive Slave Law. 



1789 The Thirteen Original Colonies. 



Massachusetts 1 

Connecticut 2 

Penn sylvan ia 3 

New Jersey 4 

New York 5 

New Ham ps hire 6 

Rhode Island (1790) 7 

Two anti-slavery petitions presented 
to Congress. 

1791. Vermont ad 8 

Franklin. Madison. 

Jay. Fisher Ames. 

1794-97. More Quaker pet tions 

against slavery. 
1799. Henry Clay. 

1803. Ohio ad ...9 

1808. Slave trade prohibited. 



1815, Benjamin Lundy. 

1816. Indiana ad 10 

Amer. Colonization Soc. org. 

1818. Illinois ad II 

Harrison Grav Otis. 



1 South Carolina 

2 Virginia 

3 Marylan d 

4 _. Delaware 

5 Georgia 

6 North Carolina 

N. C. cedes her w. ter. to the U. S. 
Congress votes that it has no rjght 
to interfere with slavery 

7 Kentucky ad. 

First Fu, Slave Law. 1703, 

The Cotton Gin. 1793 

8__. Tennesseead. 1796. 

Ga. cedes her w. ter. to the U. S., 1802. 
The Indiana Legislature and Gov. 

Harrison. 
John Randolph. 
9... ..Louisiana ad . 1812. 



10 Mississippi ad., 1817. 

11 Alabama ad., 1819. 



INSTITUTE LESSONS. U. S. History. 



1820. The Missouri Compromise. 



Opposing- Slavery, 

North of lat. 36-30 hereafter to be free 
from slavery Jesse B. Thomas. 

James Tallmadge Rufus King. 

JohnW. Taylor. 

1820. Maine ad 12 

Henry 

Held, by some, that Congress had 
the power to control slavery in the 
territories. 

Benjamin Lundy. 

Gerritt Smith. 

Wm. Loyd Garrison. 

1831. "The liberator." 

1832. New England Anti-Slavery So- 
ciety organized. 

1833. American Anti-Slavery Society 
organized 

1834. Geo. Thompson. 

Jam. G. Birney. Arthur Tap pan. 
J. Q. Adams defends the 

" Right of Petition." 
John G.Whittier. 
1837. Elijah P. Lovejoy. 
Channing. Wendell Phillips. 
1837. Michigan 13 



Favoring Slavery. 

South of lat 36-30 to be slave or free 
as the people should vote. 

Missouri to be admitted as a slave 
State. 

P. B. Barbour. John Randolph. 

Clay. John C. Calhoun. 

12 Missouri ad. 1821 

Held, by some, that each State had 
the power to control slavery for it- 
self, and that slavery had a consti- 
tutional right to go anywhere in 
the United States. 

R. Y. Hayne. Lewis Cass. 

R. M. Johnson. R. B. Taney. 

Wm. R. King. Wm. J. Duane. 

John Bell. Amos Kendall. 

Mobs against anti-slavery lectures 

Pres. Jackson suggests that no anti- 
slavery documents be carried in 
the mail. 

13 ...Arkansas ad. 1836. 

Martin Van Buren. 

Ed. Everett. John Tyler. 



INSTITUTE LESSONS. U. S. History. 



Opposing- Slavery. 

1837-'42, Many anti-slavery petitions 
presented to Congress. 

1839. The Abolition Party organized. 

1840. The Liberty Party (7059.) 
T. Q. Adams. J R. Giddings. 
J G. Birney. Lucretia Mott. 
Lydia Maria Child 



Favoring Slavery. 

The •' Atherton Gag " 1838. 

Chas. G. Atherton. 
R. M. T. Hunter. Henry A. Wise. 

John J. Crittenden. 

Robert J. Walker. 

John C. Calhoun. 

Stephen A. Douglas 



The Texas Question. 



Annexation opposed. 
Clay's Raleigh Lettei 
Van Buren. Silas Wright. 
Theo. Frelinghuysen, 
1844. Liberty Party (58779) . 
Horace Greeley C M. Clay. 
Daniel Webster. R. C. Winthrop. 

" The True Grandeur of Nations." 

Barnburners 
Daniel Webster. Tom Corwin. 



Annexation favored. 
Jam. K. Polk. Geo. M Dallas. 

John C. Calhoun. T. H. Benton. 
A. H. Stephens. Levi Woodbury. 
Jeff Davis. W L. Yancey. 

James Buchanan. 
Clay's Alabama Letter. 

14 Florida ad. 1845. 

Hunkers. (Daniel S. Dickinson). 
15 Texas ad. 1845. 



The Wilmot Proviso to the Two Million Bill. 



David Wilmot. 
Allen G. Thurman. 

1846. Iowa ad ..14 

Abraham Lincoln. 

1848. Wisconsin ad 15 

The Free Soil Party (291263) 
Van Buren and C. F. Adams. 
S. P. Chase. J. R. Giddings. 
Henry Wilson. Horace Mann. 
S. J. Tilden. R. H. Dana. 



Buchanan. Calhoun. 

The Mexican War. 

Pillow. Price. W. O. Butler. 

Caleb Gushing. 
The Three Million Bill, 1847. 
Pierre Soule. Reverdy Johnson. 
Lewis Cass and W. O. Butler. 
Slavery extension advocated. 



10 



Institute Lessons, u. s. History. 



Opposing Slavery. Favoring Slavery, 

1850, The California Question. 

John C. Fremont. | Secession sentiment. 

Clay's Omnibus Bill. 

I Calhoun's last speech (read for him) 
J March 4. 

Webster's " Seventh of March Speech " 

Tie Omnibus Bill defeated. 
Five of its important measures passed, one at a time, collectively known a s 

"The Compromise Measures of 1850." 



One to admit California as a free 
State. 

One to abolish the slave-trade in the 
District of Columbia. 

One to pay Texas $10,000,000 for her 
California ad 16 

John P. Hale and Geo. W. Julian. 
" Uncle Tom's Cabin." H. B. Stowe. 
1854. The Republican Party. 
Hamlin, Bryant, Evarts, 
Sevvard, Benton, Greeley. 
Banks, Cameron, Wade, 
Crittenden, Houston, Parker. 
A Solid DTortli. 



One to provide more strictly for the 
return of fugitive slaves.— James 
M. Mason. 
One to form territories of Utah and 
New Mexico without reference to 
slavery, 
claims on the Territory of New Mexico. 
The Union threatened. 
Franklin Pierce and Wm. R. King. 
Rufus Choate. VanBuren. 
The Kansas-Nebraska Bill. 

Stephen A. Douglas. 
The Ostend Manifesto. 
Buchanan, John Y. Mason. 

Pierre Soule. 
A Solid South. 






11 



Institute Lessons, u. s. History. 



Opposing Slavery. 

1855. Sumner's Speech. 

"The Crime Against Kansas." 

1856. Fremont and Dayton carry 
11 free States (1,351,264). 

T. W. Higginson. G. W. Curtis. 

Anson Burlingame. 
Josiah Quincy. Thad Stevens, 
D. C. Broderick. R. E. Fenton. 

Personal Liberty Bills. 
"Impending Crisis of the South." 
The "Irrepressible Conflict." 
1858. Minnesota ad 17 

Wm. M. Evarts. Ed. Everett. 

Thurlow Weed. 



Favoring Slavery. 

The "Sumner Assault." 

Preston S. Brooks. 
Buchanan and Breckinridge. 



1859. John Brown's Raid. 

1860. Lincoln aud Hamlin. 

TNION. 
Holt, Stanton, Dix, Baker. 
Morton, Currin, Andrew, 

1861. Lincoln's Inauguration. 
"Contrabands," 
1863. Emancipation. 

The Amendments. 



Judah P. Benjamin. 
C. L. Vallandingham. 
Judge Terry. Robert Toombs. 
The Dred Scott Decision. 1857. 

Roger B. Taney. 
The "Lecompton Constitution." 
R. M. T. Hunter. Buchanan. 
The "English" Kansas Bill. 

Wm. H. English # 
John Slidell. H. Seymour. 

The Lincoln- Douglas Debate. 

R. E. Lee. Jacob Thompson. 

Breckenridge and Lane. 

SECESSION. 

Davis, Toombs, Cobb, Floyd, 
Alex H. Stephens, Fernando Wood. 
Ft. Sumter bombarded. 

First bloodshed. 
Jesse D. Bright. 



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